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The Development of a Dialogical Pedagogical Agency in Initial Teacher Formation Programs: A Critical Inquiry

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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The Development of a Dialogical Pedagogical Agency in Initial Teacher Formation Programs: A Critical Inquiry. / Echeverria, Priscilla.
In: Journal of Transformative Education, Vol. 23, No. 1, 31.01.2025, p. 59-78.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Echeverria, P 2025, 'The Development of a Dialogical Pedagogical Agency in Initial Teacher Formation Programs: A Critical Inquiry', Journal of Transformative Education, vol. 23, no. 1, pp. 59-78. https://doi.org/10.1177/15413446241262014

APA

Echeverria, P. (2025). The Development of a Dialogical Pedagogical Agency in Initial Teacher Formation Programs: A Critical Inquiry. Journal of Transformative Education, 23(1), 59-78. https://doi.org/10.1177/15413446241262014

Vancouver

Echeverria P. The Development of a Dialogical Pedagogical Agency in Initial Teacher Formation Programs: A Critical Inquiry. Journal of Transformative Education. 2025 Jan 31;23(1):59-78. Epub 2024 Jul 15. doi: 10.1177/15413446241262014

Author

Echeverria, Priscilla. / The Development of a Dialogical Pedagogical Agency in Initial Teacher Formation Programs : A Critical Inquiry. In: Journal of Transformative Education. 2025 ; Vol. 23, No. 1. pp. 59-78.

Bibtex

@article{dacb60cc82324930bf2537d64d894d68,
title = "The Development of a Dialogical Pedagogical Agency in Initial Teacher Formation Programs: A Critical Inquiry",
abstract = "Initial teacher formation is a permanent focus of attention on the part of research, as the value of education for the progress of society is well known. However, given the naturalization of instrumental criteria as common sense acquired in today{\textquoteright}s society, on occasion, initial teacher formation reproduces a technocratic perspective of education, not assisting a transformation into a fairer, ethically healthier, and politically more democratic society. This article is the result of doctoral research that addresses this concern, proposing that initial teacher formation could play a transformative role in society. Considering the Bourdieusian dialectical perspective of agency, as well as elements from critical approach literature, this article particularly focuses on showing some results obtained regarding about the capacity for ethical/political/epistemic pedagogical agency that novice teachers show in their first professional experiences as teachers, discussing how important the development of this capacity is in initial teacher formation programs to prepare teachers to be able to transform education.",
author = "Priscilla Echeverria",
year = "2025",
month = jan,
day = "31",
doi = "10.1177/15413446241262014",
language = "English",
volume = "23",
pages = "59--78",
journal = "Journal of Transformative Education",
issn = "1541-3446",
publisher = "SAGE Publications Inc.",
number = "1",

}

RIS

TY - JOUR

T1 - The Development of a Dialogical Pedagogical Agency in Initial Teacher Formation Programs

T2 - A Critical Inquiry

AU - Echeverria, Priscilla

PY - 2025/1/31

Y1 - 2025/1/31

N2 - Initial teacher formation is a permanent focus of attention on the part of research, as the value of education for the progress of society is well known. However, given the naturalization of instrumental criteria as common sense acquired in today’s society, on occasion, initial teacher formation reproduces a technocratic perspective of education, not assisting a transformation into a fairer, ethically healthier, and politically more democratic society. This article is the result of doctoral research that addresses this concern, proposing that initial teacher formation could play a transformative role in society. Considering the Bourdieusian dialectical perspective of agency, as well as elements from critical approach literature, this article particularly focuses on showing some results obtained regarding about the capacity for ethical/political/epistemic pedagogical agency that novice teachers show in their first professional experiences as teachers, discussing how important the development of this capacity is in initial teacher formation programs to prepare teachers to be able to transform education.

AB - Initial teacher formation is a permanent focus of attention on the part of research, as the value of education for the progress of society is well known. However, given the naturalization of instrumental criteria as common sense acquired in today’s society, on occasion, initial teacher formation reproduces a technocratic perspective of education, not assisting a transformation into a fairer, ethically healthier, and politically more democratic society. This article is the result of doctoral research that addresses this concern, proposing that initial teacher formation could play a transformative role in society. Considering the Bourdieusian dialectical perspective of agency, as well as elements from critical approach literature, this article particularly focuses on showing some results obtained regarding about the capacity for ethical/political/epistemic pedagogical agency that novice teachers show in their first professional experiences as teachers, discussing how important the development of this capacity is in initial teacher formation programs to prepare teachers to be able to transform education.

U2 - 10.1177/15413446241262014

DO - 10.1177/15413446241262014

M3 - Journal article

VL - 23

SP - 59

EP - 78

JO - Journal of Transformative Education

JF - Journal of Transformative Education

SN - 1541-3446

IS - 1

ER -